Abstract

The term democracy has been defined, understood and applied (especially in the area of education) invaried ways by a wide range of scholars and theorists. For example, Kelly (1995)offers a philosophicalunderstanding of democracy, while Soder (1997) and Goodlad & McMannon (1997) argue thatdemocracy hinges on morality and its development in the young. Parker (2003) contends thatdemocracy’s greatest promise is one of social justice, while others offer insightful and importantarguments related to the positive possibilities that the democratic ethos could have on society (Counts,1932; Dewey, 1916; Green, 1999; Mursell, 1955; Novak, 1994; Weiner, 2005; and West, 2004).Indeed, a rich, sizable and diverse literature exists in the area of democracy, and of democracy ineducation.

Academic Leadership Journal ensures quality control of journal submissions will be maintained through the same refereed process as scholars are accustomed. Academic Leadership Journal emphasizes that the Journal should provide a balanced perspective between research and pedagogy, and application and process.